| With the pace of the new curriculum reform and the new requirements of the new era to improve the quality of all nationals and the quality of talent training,the General High School Geography Curriculum Standards(2017 Edition Revised 2020)condenses the core literacy of geography,pointing to students to gradually form the correct values,essential character and key competencies through geography learning,and geography practical literacy covers it,which is a more difficult literacy to cultivate on the ground It is one of the more difficult literacy objectives to develop on the ground.This is one of the more difficult literacy objectives to develop on the ground.Therefore,it is particularly important to develop a practical approach to the teaching of geography in senior secondary schools.However,due to the restrictive nature of the high school teaching system under the pressure of further education and the psychological factors of parents’ concern for the safety of off-campus trips,practical approaches such as field trips and geography studies are not universally applicable and time-efficient.In order to address the need for the implementation of geography practical literacy objectives,the study was conducted in the campus environment of Yongning Senior High School in Nanning,based on the content of the high school geography curriculum and teaching materials;Teachers are more inclined to geography practice in schools,and have a good awareness of geography practice interpretation and cultivation,but the quality and ability of practice needs to be improved and strengthened;teachers and students have a high demand for geography practice in schools,but there is a difference in the willingness of the two types of practice;the problems of class time,equipment and programme are the main reasons limiting the development and implementation of geography practice activities in schools.To this end,based on the study of the new geography standards and the new Xiangjiao version of the high school geography textbook,the existing campus practice cases and front-line campus environments are analysed and examined using the case study method,focusing on the intrinsic interaction between students-campus environment and geography practice power,and taking as a premise the short,effective,highly feasible and universal points.The three major cultivation paths are: creating a campus base to form a practical curriculum;using landscape changes to generate an investigation theme;and creating practical opportunities based on classroom orientation.Based on the practical reflections and the investigation of the effects,we propose that the campus geography practice course should be incorporated into the teaching system,that corresponding class time should be set for campus geography practice activities,and that the campus geography practice activities should be matched with the appropriate number of students.Based on the above research,the following conclusions are drawn: the research pathway is feasible and effective to a certain extent,and has the conditions for general extension in high school campuses;the results from the development,implementation and optimisation of the pathway can,to a certain extent,solve the restrictive problems in the cultivation of geography practice in the first line;the embodied interaction between students themselves and the campus environment and geography practice has generally promoted the cultivation of geography practice among high school students. |
